Mathematics Standards
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Arithmetic with Polynomials and Rational Expressions
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Circles
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Conditional Probability and the Rules of Probability
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Counting and Cardinality
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Interpreting Categorical and Quantitative Data
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Interpreting Functions
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The Number System
Results
Showing 1 - 10 of 164 Standards
Standard Identifier: K.CC.1
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Know number names and the count sequence.
Standard:
Count to 100 by ones and by tens.
Know number names and the count sequence.
Standard:
Count to 100 by ones and by tens.
Standard Identifier: K.CC.2
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Know number names and the count sequence.
Standard:
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Know number names and the count sequence.
Standard:
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Standard Identifier: K.CC.3
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Know number names and the count sequence.
Standard:
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).
Know number names and the count sequence.
Standard:
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).
Standard Identifier: K.CC.4.a
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Count to tell the number of objects.
Standard:
Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Count to tell the number of objects.
Standard:
Understand the relationship between numbers and quantities; connect counting to cardinality. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Standard Identifier: K.CC.4.b
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Count to tell the number of objects.
Standard:
Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Count to tell the number of objects.
Standard:
Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Standard Identifier: K.CC.4.c
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Count to tell the number of objects.
Standard:
Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger.
Count to tell the number of objects.
Standard:
Understand the relationship between numbers and quantities; connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger.
Standard Identifier: K.CC.5
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Count to tell the number of objects.
Standard:
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Count to tell the number of objects.
Standard:
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Standard Identifier: K.CC.6
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Compare numbers.
Standard:
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Footnote:
Includes groups with up to ten objects.
Compare numbers.
Standard:
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
Footnote:
Includes groups with up to ten objects.
Standard Identifier: K.CC.7
Grade:
K
Domain:
Counting and Cardinality
Cluster:
Compare numbers.
Standard:
Compare two numbers between 1 and 10 presented as written numerals.
Compare numbers.
Standard:
Compare two numbers between 1 and 10 presented as written numerals.
Standard Identifier: 6.NS.1
Grade:
6
Domain:
The Number System
Cluster:
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
Standard:
Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Showing 1 - 10 of 164 Standards
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